The Australian curriculum promotes inclusive practices that prioritise equity, accessibility and consistency in education. These principles are essential for effective teaching in today’s diverse classrooms.

I believe every student should feel celebrated and accepted as a valued member of the school community, regardless of their background, ability or beliefs. True inclusion involves equitable support for all students, creating a safe and welcoming environment, engaging meaningfully with families and community, and encouraging open, ongoing dialogue about inclusive practices in schools.

This process will support me in reflecting on my role as an educator in creating equitable, respectful and supportive learning experiences for students.

Sensory sensitivity – People with ASD demonstrate significant differences in reactions to sensory stimuli. Referring to the heightened or reduced sensitivity to sensory input such as light, sound, touch or smell. Sensory differences can affect comfort, attention and participation in classroom activities. (Ben-Sasson et al., 2014)

Reasonable Adjustments – the action is taken to enable students with disability to receive equitable experiences and outcomes in schooling on the same basis as their peers. (Department for Education, 2024)

Executive functioning – a set of cognitive skills involved in planning, organising, focusing attention and managing time. Individuals with ASD experience difficulties in these functions. (Positive Partnerships, n.d.)

The Department of Education South Australia's Children and Students with Disability policy (2024) outlines the department's commitment to inclusion and the ongoing process of enabling children with disabilities to attend schools and receive equitable outcomes.

These documents are critical as they outline a clear commitment to inclusive education. They establish the responsibility of educators to deliver equitable outcomes and provide access to high-quality learning experiences. The goals of these policies emphasize excellence, equity and diversity within the education system. For teachers, this means actively promoting inclusive practices and ensuring every student can participate fully in their education.

Subject: Science year 2

Topic: Understanding Earths place in the solar system

Duration:

Learning intentions

-          I can observe and describe what I see in the sky during the daytime

-          I can compare what we see in the sky during day and night

-          I can explain how people use sky patterns to organise their day

Success criteria

-          I can describe what the sky looks like during the day

-          I can list things we see at night that are not visible during the day

-          I can explain how sky changes help people know what time of day it is

Assessment

-          Informal observations: engagement, drawing accuracy, contribution to discussions.

-          Student drawings (with annotations) as formative assessment

Materials needed

-          Clipboards, pencil, drawing paper

-          Visual schedule (first, then)

-          Examples of day/night skies

-          Sun safety hats/sunscreen

-          Visual aids for EALD/ASD students (picture cards)

Introduction (10 minutes)

-          The Class Is seated on the floor. Teacher asks clarifying questions to gather what students already know about day vs night (characteristics of each)

-          Teacher creates a T chart on the board and lists students ideas under day and night.

Engagement and Representation - Outdoor observation (15-20 minutes)

-          Head outside as a class. Encourage students to lie down or sit quietly and observe the sky. Students draw what tey observe using pencils on paper.

-          Remind students to not look directly at the sun to protect their eyes.

-          Students use the T chart as a checklist to cross reference what they see.

-          Prompt with questions

o   What colours do you see? Are there clouds? Birds? Planes? Where is the sun?

-          Once students have completed a drawing, allow a 5 minute brain break on play equipment outside before going back to class.

Action and expression (10 minutes)

-          Students return and share their drawings in small groups or to the class.

-          Compare to teachers' night sky images on the board. ‘what’s missing today that we see at night?’

-          Add to the t chart, stars, moon and planets etc.

1.      Think and reflect – connection to daily life (10 minutes)

-          Introduce the idea that First Nations Australians used sky patterns to track time and seasons.

-          Exit ticket response (verbal or written)

How do people use the sun and moon to plan their day?

How do we know its time to go to school or bed?

Universal Design for Learning (UDL) is an educational framework that aims to optimise teaching and learning for all individuals by providing multiple means of engagement, representation and actions and expression. The goal of UDL is to create an inclusive learning environment that removes barriers to education, allowing all students to achieve their full potential. (CAST, 2018)

Teachers can implement UDL to build engagement and supportive environments, monitor progress, plan with flexibility, and more.

The lesson plan effectively incorporates the following focus areas of UDL:

Principle 1 – Engagement

welcoming interest and identities (Guideline 7): The lesson starts by tapping into students' prior knowledge on the topic, encouraging them to share observations and experiences on a personal level.

sustaining effort and persistence (Guidelines 8): The outdoor observation activity and movement breaks sustain student engagement and provide opportunities for active learning, making the lesson dynamic and enjoyable.

Principle 2 – representation

perception (Guideline 1): The use of visual aids, such as the T chart and picture cards, supports diverse learners, particularly EALD and ASD students, in understanding the concepts of day and night.  

language and symbols (Guideline 2): The t chart helps organise information visually, while guided questions prompt students to articulate their observations, enhancing their vocabulary and comprehension. Additionally, their drawings solidify understandings.

Principle 3 - Action and Expression:

interactions (Guideline 4): students share their drawings and observations in small groups, promoting collaboration and communication. This social interaction encourages peer learning and allows students to express their ideas.  

expression and communication (Guideline 5): The exit ticket provides a flexible way for students to reflect on their learning, allowing for both verbal and written responses, catering to their strengths.

Strategy development (Guideline 6): the structured prompts during the outdoor observation help students organise their thoughts and observations, facilitating deeper understanding and connections to the lesson.

Tomlinson's differentiated instruction model provides a foundation for meeting diverse learner needs across four dynamic domains: content, process, product and learning environment.

Content is made accessible by using real-world examples in the lesson, chunking information, and not creating cognitive overload with an information-dense lesson. Students construct their meanings through exploration and application to real-world events.

Process – is diversified by offering multimodal opportunities for engagement, students can observe the sky through sight and sound, draw their observations or use communication to express ideas. Students may work independently, with peer support or with teacher scaffolding, depending on their needs.

Product – students can demonstrate their understanding through drawings, oral explanations or a matching game. This aligns with the UDL principle of multiple means of expression (CAST, 2018)

Learning environment – the lesson is designed with outdoor time, offering natural regulation for energised learners. Sensory sensitivities are addressed by providing noise-cancelling headphones or sensory toys, and visual aid charts for transitions and instructions.

For John, RtI ensures he is supported systematically and responsively within the mainstream classroom. This model plays a crucial role in ensuring he receives structured and data-informed practice.

 As John's profile includes a range of strengths and limitations, his support is designed to meet his functional and academic needs, where monitoring progress is key.

John would fall into tier 2 placement with some tier 3 elements. He requires targeted small-group or individual support, such as visual prompts, noise-cancelling headphones, and additional support from an SSO during tasks that require executive functioning (e.g. transitions, task initiation). Tier 3 elements that he may occasionally require individualised intervention such as, SMARTAR goal targeted to growth in his executive functioning, intensive support during moments of emotional dysregulation and one-on-one modelling for skills.

Thus, reflecting the flexibility of RtI and its capacity to scaffold supports as needed (Fuchs & Fuchs, 2006)

LI: John will identify and represent what he observes in the daytime sky using drawing and supported communication tools.

SC: By the end of the lesson John will,

-          Follow the visual schedule to transition outside with adult support.

-          Look at the sky and identify at least two features

-          Represent his observations using drawings

-          Verbally communicate what he has drawn to an adult or peer

Step-by-step breakdown

1.      Prepare for the activity and transition

Use the first-then board and sentences with John to signal transitions (First, sit and listen, then outside time, First draw a picture of the sky, then play on the playground). An adult will review the schedule with John. Ensure John has access to noise-cancelling headphones for sensory regulation.

2.      Transition to the outdoor area

A sso will walk John outside before the rest of the class to remove noise stimulation. Using short, repeated verbal instructions (Lets go outside, ready for learning). Allow 2-4 minutes of calm observation and adjustments.

3.      Observe the sky

John will have a visual checklist/cue cards demonstrating clouds, sun, birds, planes.

Adult prompts john to point to symbols then find them outside

Adult uses prompting sentences for learning (The sky is__ colour today, I can see a__ in the sky) to scaffold johns learning. John can draw at least two things he sees in the sky. Praise and encouragement from adult to motivate john, once john has achieved success criteria praise and reward him with playground time.  

4.      Return to class

Give John countdown reminders of how long he has until we go inside. Allow more time than other students so the transition is smooth, adult supports this until he is inside.

First, then board again (first sit on the floor, then pack up). The adult will encourage John to share in class discussion with prompts (I saw___)

Equally, I would build a collaborative relationship with John's parents/caregivers, as they hold valuable insights about his routines, communication, triggers and motivators. Open and ongoing communication with families establishes trust and ensures that the school is consistent with what works at home, a key element in supporting ASD students. (Keen et al., 2016).

The most difficult may be information related to emotional triggers, self-regulation and sensory sensitivity, as these are context-dependent and may not be well documented. I will address this through ongoing observations, data collections and trial and error in real classroom settings. Working closely with John to ensure he is comfortable, supported and ready to learn. Overall, this is a dynamic process requiring input from multiple adults and John to ensure that teaching is effective and inclusive.

-          Expressive language difficulties – implement alternative communication strategies such as picture exchange, communication boards to support communication interaction and participation.

-          Social communication challenges – teach explicit social scripts, model turn-taking and role-play scenarios during group activities.

Choice making – offering visual choices for a break, task order or activity to build his autonomy

Goal setting – help John set simple daily goals/stay on track with the SMARTAR goal using a visual sticker chart and daily reminders.

Self-monitoring – using visuals to track emotions or task completion, such as coloured popsicle sticks to indicate the level of help needed, emotion cards to communicate his feelings.

Independence – fading prompts over time to promote self-initiated communications from John and using positive reinforcement when he does so with no prompts.

First/Then schedules – help John understand the task sequence and motivate him by showing that a preferred activity follows a work task

Reward/sticker chart – this reinforces John's efforts towards independence and decision making. Celebrating his goals is important for his confidence and reinforces positive behaviours, motivating continued engagement.

-SSO or teacher observes John’s use of his communication system throughout the day.

-Each successful use earns a star or symbol.

-Feedback is given with simple praise and encouragement (“Great job asking for help, John!”).

-Used to track progress over time and celebrate growth.

Special education teacher/coordinator – to assist with developing and reviewing johns one plans, goals and support strategies

SSO – work closely to implement strategies and monitor progress

Speech pathologist – support the development and integration of communication strategies and monitor ongoing progress.

Leadership staff – ensure appropriate resources, time, and professional support are available to implement adjustments effectively.

Scheduled meetings (review One Plans, goal setting) – collaborate on stratergies and share data on learning/behaviour

Positive check-ins (phone call or text) – share good news to build trust and celebrate milestones for john

Support adjustments – assist John with visual schedules, cue cards, and transitions as outlined in One Plan.

Model and promote independence and communication – model and promote the use of communication cards, while celebrating his use to encourage self-initiation.

Emotional regulation support -guide John through calming strategies when he indicates distress, e.g. use of quiet spaces, help recognize triggers, movement breaks.

Support whole class inclusion – allowing the teacher to focus on broader classroom needs while the SSO offers targeted help for students. This balances support and independence to build rapport with John through a consistent and predictable presence in the classroom.

During these times, I would maintain regular, compassionate communication with his family to understand the reason for his absence, providing interest-based homework tasks where needed. However, to ensure John's well-being, I would respect his absence and allow him to rest unless there were major concerns for his education. Upon his return, I would use a ‘return to school plan ' with structured supports such as predictable routines, a visual re-entry schedule and check-ins with trusted adults.

https://beyou.edu.au/

Aspect. (n.d). School refusal – Information for parents and carers. Autism Spectrum Australia. https://www.aspect.org.au/uploads/documents/Information-Sheets/School_Refusal_information_sheet_March_2025.pdf

Australian Government Department of Education. (2018). Level of adjustment provided to the student. Nationally Consistent Collection of Data on School Students with Disability (NCCD). https://www.nccd.edu.au/sites/default/files/2018-10/Level%20of%20adjustment%20provided%20to%20the%20student.pdf

Australian Government Department of Education. (n.d.). Categories of disability. Nationally Consistent Collection of Data on School Students with Disability (NCCD). https://www.nccd.edu.au/sites/default/files/categories_of_disability.pdf

Ben-Sasson, A., Gal, E., Fluss, R., Katz-Zetler, N., Cermak, S. A., & Golan, O. (2014). Sensory symptoms in autism spectrum disorders. Harvard Review of Psychiatry, 22(2), 93–106. https://doi.org/10.1097/HRP.0000000000000023

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Department for Education (2024). Children and students with disability policy. https://www.education.sa.gov.au/policies/shared/children-and-students-with-disability-policy.pdf

Department for Education (2024). Children and students with disability policy. https://www.education.sa.gov.au/policies/shared/children-and-students-with-disability-policy.pdf

Department of Education and Training. (2021). Nationally Consistent Collection of Data on School Students with Disability: Policy. Victorian Government. Retrieved April 10, 2025, from https://www2.education.vic.gov.au/pal/nccd-students-with-disability/policy

Education Council (2019). Alice Springs (Mparntwe) education declaration. https://www.education.gov.au/alice-springs-mparntwe-education-declaration/resources/alice-springs-mparntwe-education-declaration

Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. https://doi.org/10.1598/RRQ.41.1.4

HealthDirect. (n.d.). Autism spectrum disorder (ASD). HealthDirect. https://www.healthdirect.gov.au/autism

Keen, D., Webster, A., & Ridley, G. (2016). How well are children with autism spectrum disorder doing academically at school? An overview of the literature. Autism, 20(3), 276–294. https://doi.org/10.1177/1362361315580962

Positive Partnerships. (n.d.). Executive functioning. Positive Partnerships. https://www.positivepartnerships.com.au/resources/practical-tools-information-sheets/executive-functioning

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). Association for Supervision & Curriculum Development.